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The Long Island Pre-K Initiative is proud to be part of Long Island's Regional Technical Assistance Center for Pre-K and Early Education (LI-RTAC). Visit its web page for links to all partner organizations. Many have important COVID-19-related resources to offer: www.nassauboces.org/rtac
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New from NAEYC: an updated position statement on Developmentally Appropriate Practice
As the leading professional organization for early educators, the National Association for the Education of Young Children (NAEYC) supports its 60,000 members as they strive to provide the highest quality learning environments for their students. It connects practice, policy and research--especially in "Foundational Documents" like the recently published
revised position statement on Developmentally Appropriate Practice.
"First published nearly 40 years ago, this foundational position statement is one of five created by NAEYC in collaboration with the early childhood profession. This edition of DAP reflects new research that-more extensively than in previous editions-ensures each piece of the position statement underscores the importance of social, cultural, and historical contexts of development and elevates the need for active engagement through play, exploration, and inquiry in ways that support the whole child."
The detailed 44-page document runs down principles of child development, informed by advances in neuroscience, and offers detailed guidelines for putting knowledge about child development to use in the classroom. Topics include "Teaching to Enhance Each Child's Development and Learning" and "Demonstrating Professionalism as an Early Childhood Educator."
Finally, there are recommendations for higher education, policymakers and researchers, as well as for schools, family child care and other early education settings.
Click here to download the position statement and to access related resources such as articles that connect developmentally appropriate practices to anti-bias, STEAM, family engagement and more.
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AND THE STUDY SAYS
Friendship and academic success go hand-in-hand
That's the conclusion of current research explored in a recent article from KQED (California Public Media). At one time, friends in elementary school were considered a
negative--"an impediment to focus and a catalyst for disruption," explains reporter Gail Cornwall. But now there's strong evidence that friendships and academic growth go hand-in-hand.
For one thing, friends can make mundane tasks more fun. And talking to friends after a stressful incident increases recovery time. "This buffering effect appears to insulate kids from both social and academic missteps." Finally, evidence suggests that with a friend on hand, "a child's tolerance for novelty and intellectual stretching tends to increase, while without one, engagement tends to decrease."
The comprehensive piece also runs down several ways teachers can encourage children to become friends and foster cooperative learning. One important point: the role of educators as influencers. "Kids who perceived their classmates as not getting along with the teacher come to see those classmates less positively."
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YOUR (VIRTUAL) CLASSROOM
What do yoga and online learning have to do with each other? Turns out it can be quite a lot
When students and teachers made the switch to virtual classrooms because of COVID, there were many changes--more distractions, less eye contact and missed
social cues, to name a few. That's why the experts from Yoga Ed are sharing a toolkit for improving engagement during remote lessons. Specifically, they're answering this question: "How can we connect effectively when we're not physically present with each other?"
They suggest eight ways to use mindfulness and yoga practices before, during and after virtual sessions, to reduce potential overstimulation in the mental/cognitive domain and address understimulation in physical, emotional and social domains. For example, before starting their class, they counsel teachers to spend five minutes to calm themselves and become centered in their own minds, bodies and spaces (and give step-by-step directions). Later, if students begin having difficulty staying on task or are distracted by something happening around them, they can practice the "self love square breath," which includes tracing their finger around the corner of their video frame, while practicing breathing.
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PROFESSIONAL DEVELOPMENT
Start the new year with one of these literacy webinars
Making Language Stick: Teaching the Next Generation Learning Standards to Pre-K Students
Date: Wednesday, January 6, 2021
Time: 4:00 p.m. to 5:00 p.m.
Presenter: Sarah Cordova
Writing Workshop for our Youngest Writers: Examining an Illustration Study
Date: Wednesday, February 3, 2021
Time: 4:00 p.m. to 5:00 p.m.
Presenter: Sarah Cordova
Last week to register for this session designed for administrators, directors and emerging leaders
Now That We're Back: Strategies for Program Leaders
Date: Wednesday, December 9, 2020
Time: 1:00 p.m. to 2:00 p.m.
Presenter: David Hymowitz
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HELP WANTED
This week's job listings for early ed on Long Island
For the Long Island Head Start positions listed below,
E-mail resumes to humanresources@liheadstart.org or fax to 631-758-2953
Full-Time Teacher
Long Island Head Start, Amityville, Central Brookhaven, Southampton
Full-Time Certified Teacher
Long Island Head Start, Southampton
Full-Time Teacher I
Long Island Early Head Start, Islip
Full-Time Family Educator--Bilingual
Long Island Early Head Start, Patchogue
Full-Time Family Advocate--Bilingual
Long Island Head Start, Bay Shore
Full-Time Center Manager
Long Island Head Start, Huntington
Full-Time FCP Specialist--Bilingual
Temporary Early Childhood Mentor Coach
EHS-CCP Disabilities Services Consultant (Birth to 2)
Long Island Head Start Central Administration, Patchogue
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Here's how to add your school's staffing needs to this list:
In the body of the e-mail, include the following information:
For our records:
- Your name
- Your position
- Your e-mail and phone number
For the listing in our e-newsletter
- The name of your school and the town it's located in. You can include your web address, if you have one.
- A very brief description of the position or positions you want to fill. (For example: "Part-time Teacher Assistant" or "Full-time Pre-K Teacher."
- Information about how potential applicants should contact your for details or to apply. (For example: "Call Jane Smith at 631-xxx-xxxx" or "Send e-mail to jane.smith@schoolname.org")
It's important to understand that:
We will not include information about salary. We will not include any descriptions of your school or program, although we can include a link to your school's web site.
We will publish your information a single time. If you still have openings, you can e-mail us again with the details and we will run the information again.
Our e-newsletter is typically sent out on Wednesday mornings. However, it may be mailed on a different day, depending on content or technical considerations.
The Long Island Pre-K Initiative reserves the right to edit information; space in the e-newsletter is very limited.
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About Us
The Long Island Pre-K Initiative is a collaborating partner in the state-funded Regional Technical Assistance Center, which supports Pre-K and early childhood education on Long Island. The other collaborating partners are the three Long Island BOCES, the Child Care Council of Nassau, Inc., the Child Care Council of Suffolk, Inc. and the Family Leadership Network.
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| NASSAU BOCES
71 Clinton Road, Garden City, NY 11530-9195
Phone: (516) 396-2220 Fax: (516)-396-2355
www.nassauboces.org |
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